Transition Care for Children

8/12/2019 Transition Care for Children

1/19

Helping Children Make Transitions betweenActivities


2/19

Transitions

Transitions refer to a change.

Types of transitions include:

Transitions between activities

Transitions between multiple settings

Transitions between programs

We will focus on transition between activities.


3/19

Why Is it Important to AddressTransitions Between Activities?

Transitions take time.

Children spend a lot of time waiting.

Transitions can be stressful and frustrating.

Skills such as cleaning up may reduce transition times and may lead tomore time for children to be engaged in activities.

When children are taught what they should be doing we are less likely tosee problem behaviours.

Many educators consider childrens ability to independently maketransitions a key skill.


4/19

Transitions

Plan your routine to contain a minimum number oftransition times.

Consider what the children and adults will do during thesetimes.

Provide verbal and nonverbal cues before transitions.

Teach children the expectations for the routine.Minimise the number of transitions in which all childrenhave to do the same thing at the same time.


5/19

During the Transition

Sing songs, play word orguessing games, recite rhymesor do finger plays with children.

Plan a gradual increase ordecrease in the level of activityand a good balance of activeand quiet play.

Allow children adequate time tofinish activities.

Plan something for thosechildren who finish an activityquickly so they are not waitingwithout something to do.


6/19

Strategies That Support SmoothTransitions Between Activities

Provide positive attention of feedback tochildren following smooth transitions.

Give very specific positive feedback aftertransitions.


7/19

Individualise Transition Strategies

Provide support to children duringtransitions. Photos to help anticipate what activity is

next. An individual warning to a child that

soon it will be time to clean up and

begin a new activity. Support may need to be individualised

(i.e. one child may need an adult toprovide a 5 minute, 3 minute, and 1minute warning before cleaning upwhile the rest of the group might onlyneed a 3 minute warning.


8/19

Tidy Up Time

Utilise special songs or cues.

Have shelves labelled with words and pictures &/or silhouettes.

Assign tasks when necessary.

Clean up as you go throughout the day.


9/19

Barneys Clean Up Song Clean up clean up everybody everywhere. Clean up clean upeverybody do yourshare.

Clean up clean up everybody everywhere. Clean up clean upeverybody do your

share.

Clean up clean up everybody everywhere. Clean up clean upeverybody do your

share

Youtube Barneys clean up song.


10/19

Tidy Up Transition

Beat the Clock use an egg timer, kitchen timer, theclock etc.

I Spy (naming overlooked items, having children figureout what they are)

Assign different colours of items to each child to pick up.

Have children pick up 5 items (or however many)

Surprising the educator who is coming back into theroom.

Assign cleaning buddies or create teams.


11/19

Tidy Up Transitions

Who knows where this goes? (appeal to their sense of competency)

Be funny Does it go there?(naming an obviously silly place)

Nominate a cleaning day inspector or inspector committee.

Puppets talking to, giving directives and encouraging children toclean up.

A round of applause when the room is clean. Yeah!!!!

Positive reinforcement, praise and enthusiasm works wonders.


12/19

What can children learn?

Organisation- TeamworkCooperation- MatchingSorting- Cause and effectOwnership of the room- Responsibility

Increased self-esteem/pride-AppropriateexpectationsIndependence and self-help skills- ClassificationNon stereo-typical experiences


13/19

Promote Independence DuringTransitions

Allow children to move individually from onearea to another when they complete anactivity.

Teach children to help one another.

Help children to self monitor during transitions.


14/19

Identify Transition times in the dailyroutine

Consider the transition times that may occur in a day atchild care.

Suggest some strategies that could minimise these andhelp the day flow smoothly.


15/19

Transition to group time

Watch NQS PLP Vignette: transition to group time.

NQS PLP Time to regroup- a transition


16/19

Activity- What is the problem?

Michelle is a 3 year old girl. She enjoys playing in the homecorner and interacting with friends. When the educatorannounces that it is time to clean up and sit on the carpetfor group time, Michelle gets very upset.

She throws toys and pushes other children. When the

educator comes near her, Michelle starts screaming andsaying that she is not finished playing.


17/19

Michelles Behaviour

Possible reasons for Michelles behaviour:

The time is too short and Michelle barely gets into her play when it istime to clean up.

She needs more warnings to anticipate clean up time.

She does not like group time (it might be too long, too difficult etc.)She does not understand what it means to clean up where to put the toys away.


18/19

Jims Behaviour

Jim, a 4 year old, is a new preschool student.

He and the other pre-schoolers in his room are playing onthe playground. When the educator calls them to goinside, they gather next to the entrance door.

Jim stays in the sandpit. When the educator approacheshim and asks him to come with her, he starts crying andscreaming, then drops to the ground.


19/19

Jims Behaviour

Possible reasons for Jims behaviour:

Jim is new and does not know the schedule.

The time is too short and Jim barely gets into playing in the sand pitwhen it is time to clean up.

Jim needs more warnings to anticipate clean up time.Jim does not like the activity that follows outdoor time.

Jim does not know why educator wants him to come with her andassumes that he has done something wrong.

Transition Care for Children

Documents

Transcript of Transition Care for Children